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The Unreported Consequences of Regulations Which Claim to Create "Highly Qualified" Teachers


by Kitty Kelly Epstein February 14, 2005

The author argues that increased regulation purporting to create a "highly qualified" teaching force is actually creating additional problems: 1) many urban and rural classrooms have no permanent teacher; 2) the teaching force is ethnically unrepresentative; and 3) the full range of important teaching skills are ignored while ever-increasing standardized tests block talented individuals based on the very limited set of skills tested.


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Cite This Article as: Teachers College Record, Date Published: February 14, 2005
http://www.tcrecord.org ID Number: 11749, Date Accessed: 4/22/2018 8:38:18 AM

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About the Author
  • Kitty Epstein

    E-mail Author
    KITTY KELLY EPSTEIN, Ph.D. works with graduate students and teachers on research and action to create humane, exciting, anti-racist and egalitarian schools. Her recent work includes "Miracle School: Child of the Civil Rights Movement" (Phi Delta Kappan, June 2004) and "Civil Rights, Critical Race Theory, and the Oakland Public Schools" presented at the 2004 American Educational Research Association. She is currently active in attempts to remove barriers for Black, Latino, Asian and Native American college graduates attempting to enter the field of teaching.
 
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